BS (Honors) in Psychology
38 courses · 140 credit hours across 4 terms
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| PSY 101 | Introduction to Psychology | 4 |
PSY 101: Introduction to Psychology Credit Hours: 4
Introduction to the Course Psychology is the scientific study of behavior and mental processes, so the knowledge of psychology makes students understand about human thoughts, feelings and actions. This course is a pure theoretical course which is designed for familiarizing students with the center concepts and theories of the discipline and the empirical methods and tools that psychologists use in assessing human behavior and mental processes. Topics like understanding psychology, research methods, biological bases of behavior, learning, motivation, emotion, memory, personality, thinking and intelligence are included here.
Course Objectives The core objective of designing this course is to introduce undergraduate students (1st year) to the variety of principles that influence human behavior and mental processes as well as give a basic understanding of these principles so that they can apply this knowledge in both their personal and professional lives. The specific objectives are as follows-
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Understand the nature and definition of psychology. Describe psychology as a science and explain the major subfields of psychology. Name and discuss the different approaches to the study of psychology. Clarify some research methods that are frequently used in the field of psychology. Unit 2: Discuss the basic units of nervous system and the transmission of neural impulses. Know the major divisions of nervous system and their functions. Become familiar with different types of glands. Unit 3: Understand the definition and general characteristics of sensation as well as the process of measuring sensory experiences. Acquire knowledge about the visual, auditory and other senses. Unit 4: Understand the nature of perception. Know the principles of perceptual organization and perceptual constancy. Outline the monocular and binocular cues to depth perception. Unit 5: Know the definition and characteristics of learning. Describe the different types of learning and their applications in modifying behavior. Understand the principles of reinforcement and variables that can act as reinforcers. Unit 6: Understand and describe the types of memory and the process of transferring information from one memory system to another. Discuss different symptoms and causes of memory dysfunctions. Know some techniques to improve memory and the reasons of forgetting. Unit 7: Know the different aspects of the thinking process. State the definition and nature of concepts. Outline the stages of problem solving as well as the strategies for problem solving. Understand the theories of language development. Unit 8: Understand and describe the nature and types of motivation. Discuss the theories of motivation. Know the different sources of motivation and the relationship between motivation and behavior. Unit 9: Describe the definition and classification of emotion. Understand the physiological components of emotion and three important theories of emotion. Unit 10: State the definition and determinants of personality. Describe different approaches of personality and explore personality dynamics and inventories. Unit 11: Understand the nature and different tests for measuring intelligence. Know the concept of intelligence quotient. Understand the characteristics of creativity and how it differs from intelligence.
Instructional Strategies This course tracks both lectures (with or without a multimedia projector) and class discussion. Students are instructed to collect and read the course materials referenced already as it will be helpful for them to understand the lecture and participate actively during discussion sessions. Attendance and class participation are essential for this course.
Readings Crider, A.B., Goethals, G.R., Roberts, D, Kavanaugh, R.D., Solomon, P.R. Psychology Scott, Foresman (1993), Psychology (Latest edition) New York: Harper Collins college publishers. Feldman, R.S. (2002). Understanding Psychology (6th ed.). New York: McGraw Hill Hisher education. Huffman, K. (2004). Psychology in Action (7th ed.) U.S.A.: John Wiley and Sons, Inc. Morgan, C.T. and King. RA Wisz. J.R. & Shoopier. C. (1966), Introduction to Psychology. New York. McGraw Hill, Latest ed. Munn, N.L. (1969), Psychology: The Fundamental of Human Adjustment George G. Harrap and Co. Ltd. 1966. Latest ed. Newman, P.R.& Newman, B.M. (1983), Principles of Psychology: Illionois Homewood: Homewood: The Dorsey Press, Latest ed. |
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| PSY 102 | Statistics in Psychology I | 4 |
PSY 102: Statistics in Psychology I 4 Credits
Introduction to the Course Statistics is a branch of mathematics dealing with the collection, classification, analysis, interpretation of numerical facts, for drawing inferences on the basis of their quantifiable likelihood (probability) of data. On the other hand, statistics is the practice or science of collecting and analyzing numerical data in large quantities, especially for the purpose of inferring proportions in a whole from those in a representative sample. This course is more important for the Psychologists, because they rely heavily on statistics to help assess the meaning of the measurements they make. Sometimes the measurements involve individuals who complete psychological tests; at other times, the measurements involve statistics that describe general properties of groups of people or animals. In psychological testing, the psychologist may interpret test results in the light of norms, or the typical results, provided from previous testing. In research, psychologists use two kinds of statistics, descriptive and inferential. Descriptive statistics simply give a general picture of the scores in a given group. They include the measures of central tendency and the measures of variability. Central tendency involves different kinds of averages: the mean, median, and mode. Variability involves the standard deviation, which indicates how far scores in a group are likely to be from the average. Again, correlation and regression also involves measuring the relationships between variables and predicting one variable from another variable.
Course Objectives
Course Contents and Number of Classes (Lecture Hour)
Instructional Strategies (Mode of Teaching) The course will involve a number of instructional methods, such as the following:
Readings Blommers, P. & Lindquist, E. F. (1960). Elementary Statistical Methods in Psychology and Education. New Delhi: Book Company. Elifson, K. W., Runyon, R. P. & Haber, A. (1998). Fundamentals of Social Statistics. Boston: McGraw Hill. Ferguson, G. A. & Takane.Y. (1989). Statistical Analysis in Psychology and Education. NY: McGraw Hill Book Company Garrett, H. E. & Woodworth, R. S. (1981). Statistics in Psychology and Education. London: Longmans, Green and Company. Guilford, J. P. (1979). Fundamental Statistics in Psychology and Education. NY: McGraw Hill. Minium, E. W., King, B. M., & Bear, G. (2004). Statistical Reasoning in Psychology and Education. Singapore: John Wiley & Sons, Inc.
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| PSY 103 | Experimental Psychology | 4 |
PSY 103: Experimental Psychology Credit Hours: 4
Introduction to the Course The core branch of psychology which is concerned with the scientific investigation of the individuals’ responses to stimuli in situations is called Experimental Psychology. This subfield of psychology explores, and seeks to better understand behavior through the lens of empirical research methods. This course is designed primarily to provide students with knowledge about the principles, methods, and designs of psychological experiments.
Course Objectives The present course’s curriculum is mapped out to enable students for developing knowledge of basic concepts, Rules, methods, principles, and designs of Experimental Psychology. Additionally, it will facilitate- 1. Student’s knowledge of science and psychology, and understating of fundamental differences between the methods of carrying out experiments. 2. The student’s capacity for Identifying the different research designs and their appropriate application to hypothesis testing. 3. The understanding of distinct methods of experimental control of extraneous variables, and determining their appropriate application in research design. 4. The applications of ethics according to APA ethical guidelines in research with humans and animals. 5. Learning of report writing using APA format.
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Students should be able to distinguish between science and commonsense, understand and describe the rules and goals of science, the characteristics and scope of psychology as a science. Unit 2: Students should be able to describe the nature and steps of planning a psychological experiment, and be able to plan an experiment. Unit 3: Students should be able to understand and describe the nature and sources of a research problem, and be able to develop a research problem in realistic settings. Unit 4: Students should acquire knowledge of the concept, criteria, and importance of a good hypothesis, and be able to formulate a hypothesis for a psychological experiment or research. Unit 5: Students should be able to understand and describe the concept and types of a variable, measures of a dependent variable, techniques of controlling extraneous variables, and be able to control extraneous variables in a psychological experiment or research. Unit 6: Students should acquire knowledge of and describe the definition, advantages, disadvantages of using several types of experimental designs and be able to design a psychological experiment or research. Unit 7: Students should be able to understand and describe the concept and types of a quasi-experimental design, and be able to design a quasi-experiment in psychological experiment or research. Unit 8: Students should acquire knowledge of the concept and methods of psychophysics, and be able to use them in psychological experiments or research. Unit 9: Students should be able to understand and describe the ethics of experimental research with humans and animals, and be able to apply them in psychological experiments or research. Unit 10: Students should be able to understand and describe the steps of writing an experimental report by following APA style.
Instructional Strategies This course will follow both Lectures (with or without a multimedia projector) and Group Discussion. So, students must read the assigned chapters before class to maximize their understanding and participate in the active discussion. Attendance is mandatory for this course, and all types of electronic gadgets are prohibited in the Physical classroom. For online classes use of mobile phones, laptops, desktops, tablets are allowed. The students have to maintain silence and only take part in meaningful conversation and discussion relating to course material. Students should contact the course instructor whenever they come across course materials that are hard to grasp or they cannot understand.
Readings Anderson, B. F. (1969). The Psychology of Experiment: A Introduction to Science Method. Belment California. Books/Cole publishing company. Andreas B. G (1967). Experimental Psychology. New York: John Wiley and Sons Inc. Brown. C.W. and Ghiselli. E.E. (1955). Scientific Methods in Psychology New York: McGraw Hill Cozby. P. C. (1985). Methods in Behavior Research. Palo Alto and London: Mayfield publishing Company. McGuigan, F. J. (1993). Experimental Psychology: Methods of Research (6th ed.). New Jersey: Prentice Hall. Morgan, C. L. King, R.A. Weisz. J. R. & Schopler, J (1989.). Introduction to Psychology, New York: McGraw Hill. Osgood G.F. (1994). Method and Theory in Experimental Psychology A case approach (5th ed.). Harper Collins College, publishers. |
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| PSY 104 | Bangladesh Studies (Extra Departmental Courses) | 4 |
PSY 104: Bangladesh Studies Credit Hours: 4
Introduction to the Course This course is an eloquent introduction to a fascinating country—Bangladesh—and its resilient and inventive people. Bangladesh did not exist as an independent state until 1971. The extraordinary twists and turns of historical happenings created modern Bangladesh through ecological changes, state formation process, interfaces of cultures, colonialism, partition (1905 & 1947) and war of independence (1971). This course deals with the following interrelated themes and topics that are essential to understand the emergence of Bangladesh. These themes include land and people, politics, economy, governance, society, religion and culture, global connections as well as the basic topics on the freedom struggle and War of Liberation. Issues under each of the broad themes will be discussed from the perspective of historical evolution and contemporary significance. In so doing, its reveals the forces that have made Bangladesh what it is today.
Course Objectives This course is designed to help students to learn about the historical developments and the geo-political aspects of Bangladesh. It will help the students to gather an idea about the ways of prospects of the people, cultures, land and be aware of the problems of Bangladesh (by taking lessons from its rich history) in the coming days. The course aims to offer insight into the historical changes, the long struggle for freedom and above all the War of Independence led by the Father of the Nation Bangabandhu Sheikh Mujibur Rahman that have shaped today’s Bangladesh. It is hoped that at the end of the course students will have a broader understanding and further curiosity of the rich history, culture and heritage of the country. They should also be able to appreciate the importance and relevance of history as a bridge between the past, present and the future.
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: At the end of the course the students will be able to have a clear idea about the country, its people and historical origin of the name ‘Bangladesh’.
Unit 2: At the end of the course the students will be able to reconstruct political history and culture of ancient Bengal. Student will be able to know about art, architecture, sculpture and terracotta in ancient Bengal. Unit 3: At the end of the course the students will be able to know about contribution of Muslim rulers in the state formation process in Bengal. They will also be able have a clear idea about the development of Muslim culture and various sects in Medieval Bengal. Unit 4: At the end of the course the students will be able to analyze the British colonization process and to cater knowledge about society under colonial rule. They will also be able to have a clear idea about the resistance movement of peasants of Bengal against the colonial rule. Unit 5: At the end of the course the students will be able to have clear conception about the rise of communalism under the colonial rule (1905-147). They will also be able to know about the proposal of Suhrawardi and Sarat Bose for undivided Bengal in 1947 as well as to estimate the contribution of individuals who devoted themselves to United Independent Bengal Movement. Unit 6: At the end of the course the students will be able to know about glorious Language Movement and quest for Bengali Identity. They will be able to identify the interaction between the Bengali change makers and common people. Unit 7: At the end of the course the students will be able to explain internal colonial structure disparity and the nature of military rule in the then Pakistan. Unit 8: At the end of the course the students will be able to realize the inevitability of the emergence of Bangladesh. They will be able to analyze the contribution of Bangabandhu Sheikh Mujibur Rahman Unit 9: At the end of the course the students will be able to have an idea about the Mass- upsurge of 1969 and the Election of 1970. They can explain the formation of Bengali public opinion and the legal foundation for the making of an independent state under Pakistani internal colonial structure. Unit 10: At the end of the course it is expected that student will be able to acquire proper knowledge about the happenings in the fascinating journey of people of this territory in the making of an independent country.
Instructional Strategies (Mode of Teaching) Learning will be through a combination of class lectures, reviews of books and films as well as assigned research.
Readings Ahmed, S. and Chowdhury B. M. (2004), Bangladesh: national culture and heritage: an introductory reader. Dhaka: Independent University Bangladesh. Banglapeida (Encylopedia of Bangladesh) Vol. 1-14 & CD Vol-1. (Asiatic Society of Bangladesh) Chowdhury A M (2020) History of Bangladesh : Ancient, Medieval and Early Modern Period Glăveanu V. & Yamamoto K. (2012) Bridging History and Social Psychology: What, How and Why, Integrative Psychological and Behavioral Science 46(4):431-9 Hossain A. (2011) An Outline of the History of Bangladesh [In Bengali]. Dhaka: J K Publishers Islam S. (1997), History of Bangladesh 1704-1971, vols. I & II. Dhaka: Asiatic Society of Bangladesh. Mamoon M. (2013), History of the Emergence of Independent Bangladesh [In Bengali], Dhaka:Shubono. Majumdar R. C. (1944) History of Bengal, vol. I. Dhaka: University of Dhaka. Schendel, W. (2009), A History of Bangladesh, Cambridge: Cambridge University Press. Sarkar J. (1948), History of Bengal, vol. II. Dhaka: University of Dhaka, Dhaka: Asiatic Society of Bangladesh.
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| PSY 105 | Introduction to Sociology (Extra Departmental Courses) | 4 |
PSY 105: Intrduction to Sociology Credit Hours: 4 Introduction to the Course Sociology is one of the relatively young yet intellectually rich analytical social sciences. Sociology is all about social relations, network, family, cultures, socialization and structures, regulations and procedures that govern these societies This is an introductory course in sociology which familiarizes students with key concepts of sociology, and different theoretical perspectives within the discipline. This course is compulsory for students looking for to have a Bachelor degree in Psychology.
Course Objectives This course includes a continuous effort to have a better understanding of the great diversity of social relationships through social interactions. This course provides students with an introduction and understanding of the primary phenomena, concepts, issues and practices associated with sociology as a subject matter. That includes concepts of fundamental phenomena, issues, and procedures such as social institutions, social class, culture, social stratification, socialization process, health and illness, family, collective behavious and social change, etc. These contents have been included in this course to help students to have an overview of social contexts. The course will encourage students to have debates over various issues of the globalized world to develop their sociological imaginations.
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Students will be able to explain the historical context in which sociology as a social science emerged as a separate discipline. Unit 2: Students will learn basic principles of the scientific method and various techniques used by sociologiests in conducting research. Unit 3: Students will be able understand basic elements that make up a culture, social practices common to all cultures, and variations that distinguish one culture from another. Unit 4: Students will be able to examine the role of socialization in human development and the important agents of socialization. Unit 5: Students will learn several systems of social stratification, its theoretical basis, and the relationship between social stratification and social mobility. Unit 6: It is expected that students will be able to understand the relationship between conformity, devience, and mechanisms of social control. Unit 7: Students will be able to inspect the state of marriage, family, kinship and other intimate relationships in contemporary societies. Unit 8: This unit will help to understand the relationship between health and culture, several sociological perspectives on health and illness, the distribution of diseases in a sociert and necessity of a health care system. Unit 9: Students will be able to take part in the debates on sociological theories used to understand collective behaviour and forms of collective behavious, with particular attention to social movements and their significance to role in catering social change. Unit 10: Students will learn the theoretical perspectives of social change, the consequences of technology on society’s future and on social change.
Instructional Strategies (Mode of Teaching) The content will be delivered using following methods:
Readings Anthony, G. (2006). Sociology 5th ed. London: The Polity Press. Evans-Peritchard, E. E. (1992). Social Anthropology. New Delhi: University Book Press Ltd. Lewis, I. M. (1973).Introduction to Social Anthropology. Oxford: Oxford University Press.
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| PSY 106 | Practical (Experimentation) | 4 |
Practical (Experimentation) |
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| PSY 107 | Viva Voce | 2 |
Viva Voce |
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| PSY 201 | Developmental Psychology I | 4 |
PSY 201: Developmental Psychology I Credit Hours: 4
Introduction to the Course Developmental Psychology I is designed to provide students with the knowledge about the developmental processes that occur from conception through adolescence. It provides a comprehensive overview of normative development and empirically derived milestones in physical, cognitive and socio-emotional developmental domains. This course also presents an overview of major developmental theories, research methods used in developmental psychology and the application of knowledge of child and adolescent development in the real world.
Course Objectives This course is designed to make students –
Course Contents The course comprises nine units. The detailed of these contents are depicted below in course outline.
Course Outline
Total number of classes: 60
Learning Outcomes Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Instructional Strategies The course will involve a number of instructional methods, such as the following:
Readings Ambron, S. R., & Brodzinsky, D. (1979). Lifespan human development. New York: Holt, Rinehart & Winston. Clarke - Stewart, A., Friedman, S. and Coch, J. (1985). Child Development: A Topical Approach. John Wiley & Sons. Hetherington, E. M., Parke, R. D., & Locke, V. O. (1999). Child psychology: A contemporary viewpoint (5th ed.). McGraw-Hill. Hurlock, E. B. (1972). Child development. New York: McGraw-Hill Book Company Inc., Hurlock, E. B. (1982). Developmental psychology: A lifespan approach (5th ed.) New York: McGraw Hill Book Co. Johnson, R.C, and Medinnus, G.R. (1974). Child psychology: behavior and development. New York: John Wiley and Sons. Maier, H. (1978). Three Theories of Child Development, 3rd Edn. New York: Harper & Row. Mussen, P. H., Conger, J. J. & Kagan, J. (1974). Child development and personality. New York: Harper & Row Publishers. Papalia, D. E., Olds, S. W., Feldman, R. D.(2009). Human Development. New York: McGraw-Hill. Santrock, J. W. (2019). Life-span development. New York: McGraw-Hill. Sarafino, E. P. and Armstrong, J. W. (1980). Child and adolescent development. Scott, Foresman and Company. P.5. Tomlinson, C. & Keasey. (1985). Child Development. Homewood. Illinois: The Dorsey Press. Watson, R.T, and Lindgren, H.C. (1973). Psychology of the Child. New York: John Willey and Sons Inc.
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| PSY 202 | Statistics in Psychology II | 4 |
PSY 202: Statistics in Psychology II Credit Hours: 4
Introduction to the Course The course provides an introduction to fundamental statistical principles and methods relevant to psychological research. The course is designed to help students develop the conceptual background and practical skills necessary to critically evaluate the statistics encountered in their coursework in Psychology, and to begin conducting statistical analysis of empirical data. Topics to be covered include statistical inference, probability distributions, sampling, hypothesis testing, normal curve and analysis of variance. The goal will be to go beyond rote memorization of abstract formulas and for students to develop an appreciation for the critical role that statistics plays in psychological science.
Course Objectives At the end of this course, the students should be able to:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Upon completion of this course, the students should be able to: Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Unit 10:
Instructional Strategies (Mode of Teaching) The course will involve a number of instructional methods, such as the following:
Readings Blommers, P. & Lindquist, E. F. (1960). Elementary Statistical Methods. Boston: Houghton-Miffin Company. Ferguson. G. A. (1989). Statistical Analysis in Psychology and Education. New York: McGraw Hill. Guilford. J. P. (1979). Fundamental Statistics in Psychology and Education. New York McGraw Hill. Hays, W. L. (1977). Statistics for the Social Science. New York: Holt Rinehart and Winston. Inc. Mostafa. M. G. (1981). Methods of Statistics. Dhaka: Anwari Publication. Islam, M. N. (2007). An Introduction to Research Methods: Theory and Applications. Book World. Siegel. S. (1956). Nonparametric statistics for the behavioral sciences. New York: McGraw Hill. Snedecor, G.W. & Cochran, W. G. (1967). Statistical Methods. Ames: Iowa State University Press.
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| PSY 203 | Basic Psychometrics | 4 |
PSY 203: Basic Psychometrics Credit Hours: 4
Introduction to the Course Psychometrics is a field of study concerned with the theory and technique of psychological measurement. As defined by the US National Council on Measurement in Education (NCME), psychometrics refers to psychological measurement. Generally, it refers to the field in psychology and education that is devoted to testing, measurement, assessment, and related activities.
Course Objectives The general objective of the course is to enable students to grasp fundamental concepts, methods, and principles of psychological measurement. The specific objectives are:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes: After reading and studying each unit, students should be able to Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Unit 10:
Instructional Strategies Audiovisual Lecture, Discussion, Interactive Sessions, Problem Solving with Data.
Readings Coaley, K. (2010). An introduction to psychological assessment and psychometrics. Sage Publications. Cohen, R. J., Swerdlik, M. E., Smith, D. K., & Cohen, R. J. (1992). Psychological testing and assessment: An introduction to tests and measurement. Mayfield Publishing Company. Coulacoglou, C., & Saklofske, D. H. (2017). Psychometrics and psychological assessment: Principles and applications. Academic Press. Deborah, L. B. (2018). Measurement Theory and Practice for the Social Sciences. New York: Guilford. Dimitrov, D. M. (2012). Statistical methods for validation of assessment scale data in counseling and related fields. American Counseling Association. Field, A. P. (2013). Discovering statistics using IBM SPSS statistics. Sage Publications, Inc. Ferguson, G.A., & Takane, Y. (1989). Statistical analysis in psychology and education. McGraw-Hill Book Co. Kaplan, R. M., & Saccuzzo, D. P. (1989). Psychological testing: Principles, applications, and issues. Pacific Grove, Calif: Brooks/Cole Pub. Co. Kline, P. A. (2015). Handbook of test construction: Introduction to psychometric design. Taylor & Francis Ltd. Kline, T. J. B. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications, Inc.
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| PSY 204 | Social Psychology | 4 |
PSY 204: Social Psychology Credit Hours: 4
Introduction to the Course The field of social psychology has developed enormously in the last several years in research, in theory and in applications. It is in the social aspects of life that the answers to our pressing problems will be found. So, it is very essential to know the basic concepts as well as theories of Social Psychology as a student of Psychology
Course Objectives The main objective of this course is to introduce the students to the field of social psychology, because it is an introductory course .It is expected that whatever their special area happens to be, they must know the introductory concepts. The second goal of this course is to present some perspective through the students may develop a better understanding of both his social environment and its relationship to them and their behaviour.
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Learner will be able to identify what social psychology is, its axioms and different processes. Unit 2: Understand the process and agents of socialization and how culture influences this Process Unit 3: Learner will be able to understand how social factors or social situation influence perception Unit 4: Understand the process of communication and gain knowledge and gain knowledge about verbal and non-verbal communication Unit 5: Learner will be able to learn what Attitude is, how to measure and fifferent theories regarding attituda change. Unit 6: In this section learner will learn about group,group cohesiveness and other related concepts regarding group. Unit 7: Understand the role of different factors in forming attraction. Students will know different theories explained attraction Unit 8: In this section student will learn about soial roles, Nature of social roles,different aspects of social system. Unit 9: Learner will learn what leadership is,role differentiation, legitimacy of leadership and theories related to it. Unit 10: The students will learn about different types of collective behaviour, how these behoviour formed or acquired, their psychological explanation and the reducing techniques of undesirable behaviours.
Instructional Strategies (Mode of Teaching) The course will involve a number of instructional methods, such as the following:
Readings Baron, R.A. & Byrne, D. (1999). Social Psychology. New Delhi: Prentice Hall of India Krech, D., Crutchfield R.S. & Ballachey, E.L. (1962). Individual in Society. New York, USA: McGraw Hill Co. Ltd Lindgren, H.C. (1972). An Introduction to Social Psychology. London: Wiley & Sons Michael.A.Hogg, G.M Vaughan.(2018) Social Psychology. 8th edition. Pearson education limited. Myers, D.G. (1993). Social Psychology. New York, USA: McGraw-Hill Co. Ltd ( INC). Sargent, S.S. & Williamson, R.C. (1966). Social Psychology. New York, USA : The Ronald Press. Secord, P.F.& Backman, C.W.(1974). Social Psychology. New York, USA: McGraw-Hill Co. Ltd (International student edition). Smith, E.R. & Mackie, D.M.(2007). Social Psychology (3rded.). New York, USA: Psychology Press. Taylor, S.E., Peplam, L.A. & Sears, D. O. (2000). Social Psychology. New Jersey: Prentice Hall Ltd.
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| PSY 205 | Biopsychology | 4 |
PSY 205: Biopsychology Credit Hours: 4
Introduction to the Course Biopsychology is the scientific study of the biology of behavior. It has evolved over the past few decades and became one of the most important niches within the psychology field. This course is designed to develop an understanding of the students regarding the biological approach to the study of psychology rather than a psychological approach to the study of biology.
Course Objectives The overall objective of this course is to help students develop their conceptual and theoretical knowledge of Biopsychology at the undergraduate level. The specific objectives are as follows-
1. To gain knowledge of the fundamental terminologies, research characteristics, and the research methodologies used in the field of biopsychology. 2. To understand the major structures of the brain according to location and associated higher psychological functions of brain lobes. 3. To acquaint the students with the sensory system organization, cortical mechanisms of vision, audition, touch, smell, taste, and selective attention in addition to cerebral asymmetry in neurological patients and behavioral asymmetry in the intact human brain. 4. To gain knowledge of Amnesia, Alzheimer’s Disease, and concussion’s effect on learning and memory and get acquainted with their affected brain areas by structure and function. 5. To understand the process and models of localization of language, the split-brain and the cognitive neuroscience approach to language. 6. To gain knowledge of the neuroendocrine system, effects of the hormone on the brain mechanism and behavior in addition to the biopsychology of the emotion, stress, and health.
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Students should acquire clear understanding about definition and relationship of biopsychology with other disciplines, research characteristics, divisions of it, and basics of fundamental genetics. Unit 2: The students should learn the inception and progression of the nervous system following the structure and functions of the spinal cord. They should also develop a clear understanding of various crucial cortical areas and neuronal mechanisms involved in the processing of our interaction with the environment. More specifically, they should learn the structure and functions of the nervous system, cortex, nerves, hemispheres, and brain lobes. Unit 3: Students should acquire a clear understanding about method of visualization and stimulation, psychophysiological activity measurement of human brain. They should also learn Pharmacological, genetic engineering, neuropsychological testing, behavioral methods of cognitive neuroscience to study human brain. Unit 4: Students should acquire in depth understanding of the mechanisms of perception, conscious awareness, and attention. They should also learn the principles of sensory system organization, cortical mechanisms of vision, audition, somatosensation, chemical senses, and selective attention. Unit 5: After completing this unit students should be able to comprehend the notion of cerebral asymmetry along with its anatomical and behavioral aspects. They should also gain more comprehensive idea of cerebral asymmetry from the evidence of both neurological patients and intact brain. Unit 6: Students should acquire clear understanding of causes of brain damage, neuropsychological diseases, responses to nervous system damage, neuroplasticity and the treatment of CNS damage. Unit 7: The students should learn about the physiological basis of learning, memory, and amnesia. They should acquire knowledge concerning amnesic effects of bilateral medial temporal lobectomy, Korsakoff’s syndrome, Alzheimer’s Disease, concussion, and the role of the hippocampus in memory storage. Unit 8: Students should acquire clear understanding of hormones and sexual development of the body and behavior including the neuroendocrine system. Additionally, understand brain mechanisms of sexual behavior, sexual orientation and sexual identity. Unit 9: Students should acquire clear understanding of cerebral lateralization of function, the split brain, the Wernicke-Geschwind Model of cortical localization of language, and the cognitive neuroscience approach to language. Unit 10: The students should learn about the biopsychology of emotion, its nature, and brain mechanisms of human emotion concerning stress and health.
Instructional Strategies (Mode of Teaching) This course follows primarily a lecture (with or without using a multimedia projector). Readings from the text should be completed beforehand by the students in order to maximize understanding of the subject material and group discussion will follow.
Readings Kalat, J. W. (2007). Biological Psychology (9th Edition). Belmont, CA: Cengage Learning. Kolb, B. & Whishaw, I. Q. (2008). Fundamentals of Human Neuropsychology (5th Edition). NY: W. H. Freeman Morgan, C. T. (1965). Physiological Psychology (3rd Edition). NY: McGraw-Hill. Pinel, J. P. J. (2006). Biopsychology (9 th Edition). Harlow, Essex: Pearson Education Limited.
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| PSY 206 | Data Analysis & Computers (Extra Departmental Courses) | 4 |
PSY 206: Data Analysis and Computers Credit Hours: 4
Introduction to the Course This is an introductory course on basic concepts of the computer and popular packages for quantitative and qualitative data analysis. The course contents discuss the organization of the computer system. This course is designed to make familiarizing with the application of SPSS and to review several statistical techniques and discuss the situations in which it would be used. This course discusses data entry, data import, data management, some basic data visualization, statistical analysis procedures, and how to interpret the results in SPSS. This course also introduces Nvivo, ATLAS.ti, MAXQDA software for easier data analysis during the qualitative research process.
Course Objectives The knowledge of this course will enable a student to have a general overview of a computer system, to get fundamental concepts of a database, to able to understand the basics of SPSS, to able to start SPSS program, to able to apply basic statistics using SPSS, to develop skills for data analysis in qualitative studies.
Course Contents and Number of Classes (Lecture Hour):
Total number of classes: 60
Learning Outcomes:
Instructional Strategies (Mode of Teaching): The content for this course will be taught using multiple teaching approaches: lecture and discussion, practical demonstration, cooperative group work, problems solving in the classroom and group presenattions.
Readings Mayers, A. (2013). Introduction to Statistics and SPSS in Psychology ( 1st Ed.). Pearson Education Limited Edinburgh Gate, UK. IBM SPSS Statistics 20 Command Syntax Reference. IBM Corporation. Flick, U. (2014). The SAGE Handbook of Qualitative Data Analysis. SAGE Publications Limited, London, UK.
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| PSY 207 | Social Work (Extra Departmental Courses) | 4 |
PSY 207: Social Work Credit Hours: 4
Introduction to the Course This course is to introduce some basic and fundamental aspects of social work to the students of psychology. The main contents of the course include social work related concepts and find out these concepts within the aspects of psychology, then this course includes a number of theories and approaches of social work such as role theory, client-centered theory, participatory approach, life model approach, and then find out these implications in psychology. Finally, this course includes the principal social work methods such as social case work, social group work and community social work that teach the students such a way so that they can apply the social work theories and approaches to deal social work as well as psychology related practices. The principal rationale is that social work is very much related with psychology and psychology with social work and vice versa. Both of the disciplines are dependent with each other in terms of the development of theories, knowledge sharing and working practice. As a result, the students of psychology need to know some basic ideas about social work discipline. It is important that in most of the cases, the practitioners of psychology as well as social work put their efforts together. At the end, this course highlights several areas of social work services such as medical social work, women welfare and correctional services where the students will find some observation how social work is being practiced. The main thrust of this course is to provide some basic learning’s to the students of psychology so that they can grasp some basic knowledge of social work.
Course Objectives The objectives of the course are: 1. to introduce the students of psychology about the meaning of social work and its philosophy and the relationship between social work and psychology; 2. to make the student understand about some basic social work related concepts, methods, theories/approaches and their relevancy and application to psychology; 3. to acquaint students with the knowledge of social work, principles of social work, values of social work, code of ethics of social work and the relevancy to psychology; 4. to provide learning to the students about problem solving processes of social work such as rapport, psycho-social study, diagnosis/assessment, treatment, evaluation and follow up; and 5. to provide the knowledge about development policies and programs of social work services where the students will find some observation how social work and psychology are being practiced.
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes After studying each unit, students should be able to: Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Instructional Strategies (Mode of Teaching) The course will use lecture and audio-visual presentations. We will follow the group discussions, home work, lesson plan, hands out, book references and assignment presentation. Students will be also encouraged to ask questions, comment, and share personal reflections.
Readings Biestek, Felix P,(1957). The Case Work Relationship, Chicago: Loyola University Press. Badlock, Peter, (1974). Community Work and Social Work, London: Routledge and Kegan Paul. Friedlander, Walter A. (1977). Concepts and Methods of Social Work, (2nd Ed.) New Delhi: Prentice-Hall. Friedlander, Walter A. (1963). Introduction to Social Welfare, (2nd Ed.) New Delhi: Prentice-Hall. Hussain, N. & Alauddin M. (1970). Introduction to Social Work Methods, Dhaka: College of Social Welfare and Research Centre. Konopka, Gisela (1972). Social Group Work: A Helping Process, (2nd Ed.) New York: Prentice-Hall. Perlman, Helen Harris (1965). Social Case Work: A Problem-solving Process, Chicago: The University of Chicago Press. Ross, Murray G. (1955). Community Organization: Theory and Principles, New York: Harper & Brothers Publishers. Turner, Francis J. and Kendall, Katherine A. (1986). Social Work Treatment: Interlocking Theoretical Approaches, (3rd Ed.) New York:The Free Press. Trecker, Harleigh B. (1967). Social Group Work: Principles and Practices, (5th Ed.) New York: Association Press.
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| PSY 208 | Presentation | 2 |
Presentation |
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| PSY 209 | Practical (Experimentation) | 4 |
Practical (Experimentation) |
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| PSY 210 | Viva Voce | 2 |
Viva Voce |
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| PSY 301 | Developmental Psychology II | 4 |
PSY 301: Developmental Psychology II Credit Hours: 4
Introduction to the Course Developmental psychology is the branch of psychology that studies the development of the human being from conception to birth. It is the study of an individual’s social, emotional, cognitive, and biological development through his or her lifespan. The focus of this course is from adulthood to later life. It strengthens our knowledge of factors that define and affect adult development and the aging process.
Course Objectives This course is designed to help students develop the conceptual background and research findings related to human life span. Some objectives of the course are:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Understand the research methods used by developmental psychologists, particularly in the psychology of aging, and apply them in the related field. Unit 2: Identify the characteristics of every partner’s role and understand the importance of family relationships. Unit 3: Comprehend how background factors affect occupational choices and analyze the challenges of work. Unit 4: Explain the development of personality in adulthood. Unit 5: Discuss work-related issues in midlife and explain how social relationships change and endure in adulthood and aging. Unit 6: Understand theories of aging and explain age-related changes in late adulthood. Unit 7: Analyze the concepts of social-physiological theories of aging. Unit 8: Describe and explain how sensory and perceptual abilities change over adulthood. Unit 9: Analyze the implications of aging and attitudes toward aging and older individuals. Unit 10: Describe and explain mental health issues pertinent to aging.
Instructional Strategies (Mode of Teaching) The course will involve a number of instructional methods, such as:
Readings Aiken, L. R. (1998). Human Development in Adulthood. New York, USA: Plenum Press. Hurlock, E. B. (1953). Developmental Psychology: A Lifespan Approach. New York, USA: McGraw Hill. Kimmel, C. D. (1990). Adulthood and Aging (3rd ed.). New York: John Wiley & sons. Neugartan, B. L. (1968). Middle Age and Aging: A Reader in Social Psychology. Chicago, USA: The University of Chicago Press. Newman, B. M. and Newman, P. R. (1984). Development through Life: A Psychosocial Approach. Illinois: Dorcey Press. Papalia, D.E., Olds, S.W. & Feldman, R.D. (2008). Human Development. New York, USA: McGraw-Hill International Edition. Schaie, K.W. and Geiwitz, J. (1982). Adult Development and Aging. Boston, MA: Little Brown and Company (Inc).
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| PSY 302 | Statistics in Psychology III | 4 |
Psy302: Statistics in Psychology III Credit Hours: 4
Introduction to the Course This course is designed to provide students with knowledge about and hands-on practice with advanced statistics in psychology. It provides an introduction to advanced statistical principles and techniques as applied to real-world problems in psychological research. As such, this upper division course is designed to teach many of the concepts needed to understand, conduct, and interpret advanced statistical procedures and techniques. Topics covered include nonparametric statistics, and multivariate and mediation statistics. In this course students should learn to play appropriate statistical analyses in advanced research scenarios and interpret results. They should gain the ability to understand and explain the statistical analyses in reports of psychological research. The course is also designed to improve students’ quantitative and analytical thinking skills.
Course Objectives This course is designed to help students develop the conceptual background and practical skills necessary to begin conducting statistical analyses of empirical data. It intends to achieve a number of integrated objectives that are important to the understanding and applications of advanced statistical techniques in psychological research. Upon successful completion of the course, students should be able to:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit1: Explain and examine the assumptions underlying statistical tests; calculate and interpret nonparametric statistics such as, Kolmogorov-Smirnov test, Runs test, Mann-Whitney U Test etc. Unit2: Describe and explain concepts and procedures of nonparametric statistics; calculate and interpret nonparametric statistics such as, Mann-Whitney U Test, Kruskal-Wallis H test, Friedman’s ANOVA etc. Unit3: Describe and explain concepts and principles of Multivariate Analysis of Variance; calculate Multivariate Analysis of Variance and interpret its results. Unit4: Describe and explain concepts and assumptions of Multivariate Analysis of Covariance; calculate Multivariate Analysis of Covariance and interpret its results. Unit5: Describe and explain concepts, assumptions and model of multiple regression; calculate and interpret multiple regression and related statistics. Unit6: Describe and explain concepts and principles of mediation and moderation analyses; calculate and interpret mediation and moderation analyses. Unit7: Describe and explain concepts and principles of logistic regression; calculate and interpret logistic regression and related statistics. Unit8: Describe and explain concepts and principles of factor analysis; calculate and interpret factor analysis and related statistics.
Instructional Strategies (Mode of Teaching) This course follows both lectures (using or without using multimedia projector) and discussions and/or exercises related to the assigned readings. Homework and/or classroom exercises will be assigned to facilitate learning and in-class discussions. Statistics is learned best by doing, not by just reading. So, students are expected to perform every homework and classroom exercise from each chapter of the textbook. The homework and classroom problems will be drawn from the basic text, and other sources. Readings from the text should be completed beforehand in order to get the most out of each class and ensure that students can follow the lectures and discussions. Some of the lectures will require calculations to be completed during class using a scientific calculator. So, students should have their calculators in addition to reading text, and papers with them for the class. Attendance and active participation are the central requirement for this course. Students are strongly suggested to refrain from using laptop computers, cell phones and other personal electronic devices during class time. However, this code of conduct does not apply for online classes that might be necessary during unusual/unavoidable circumstances, such as pandemic situation. Students are encouraged to seek help whenever they run into problems with this course. For a help over and beyond in class questions, students can get an appointment with the instructor.
Readings Ferguson, G. S. (1989). Statistical Analysis in Psychology and Education. NY: McGraw Hill Book Co. Field, A. (2013). Discovering Statistics Using SPSS. 4th Ed. Los Angeles: Sage. Garrett, E. H. & Woodworth, R. S. (1971). Statistics in Psychology and Education. London: Longmans, Green & Co. Harman, H. H. (1967). Modern Factor Analysis. Chicago: University of Chicago Press. Hayes, A. F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. NY, London. The Guildford Press. Jose, P. E. (2013). Doing Statistical Mediation and Moderation. NY, London. The Guildford Press. Kraska-Miller, M. (2014). Nonparametric Statistics for Social and Behavioral Sciences. NY, London, CRC Press. Taylor & Francis Group. Siegel, S. & Castellan, N. J. (1988). Non-parametric Statistics for the Behavioral Sciences. NY: McGraw Hill.
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| PSY 303 | Abnormal Psychology | 4 |
PSY 303: Abnormal Psychology Credit Hours: 4
Introduction to the Course This course is an introduction to mental disorders in adult humans. The contents will cover the diagnosis, nature, causes, treatments, and prognosis of major psychological problems and illnesses. Emphasis will be given to the latest research, theories and models to understand and approach the psychological dysfunctions. We will also examine the historical perspectives on mental illnesses and ongoing debates surrounding their diagnosis and classification.
Course Objectives Upon completion of this course, students will:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes After studying each unit, students should be able to: Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Instructional Strategies (Mode of Teaching) The course will use lecture and audio-visual presentations. We will present case vignettes and recorded psychotherapy sessions to facilitate group discussions. Also, students will be encouraged to ask questions, comment, and share personal reflections.
Readings American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Barlow, D. H., & Durand, V. M. (2018). Abnormal psychology: An integrative approach (8th ed.). Boston, MA: Cengage Learning. Comer, R. J. (2018). Abnormal psychology (10th ed.). New York, NY: Worth Publishers. Hooley, J. M., Butcher, J. N., Nock, M. K., & Mineka, S. M. (2018). Abnormal psychology (18th ed.). New York, NY: Pearson. Kring, A. M., Johnson, S. L., Davison, G, C., & Neale, J. M. (2014). Abnormal psychology (13th ed.). New York, NY: Wiley. Nevid, J. S., Rathus, S. A., & Greene, B. (2014). Abnormal psychology in a changing world (9th ed.). New York, NY: Pearson. Pomerantz, A. M. (2017). Clinical Psychology: Science, practice, and culture (4th ed.). London: Sage. |
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| PSY 304 | Psychology of Perception | 4 |
PSY 304: Psychology of Perception Credit Hours: 4
Introduction to the Course Perception is the way people organize and interpret their sensory input. It gives meaning to a person's environment and makes sense of the world. By studying perception, the students can understand the mechanisms of our senses through which everything we see, hear, taste, feel, or smell is filtered. Perception is important in Psychology because people's behaviors are based on their perception.
Course Objectives The general objective of the course is to introduce the students to the basic concepts, theories, methods, and principles to help them understand the complexities of perception. The specific objectives are:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes After completing of the course, students should be capable to understand: Unit1: How perception occurs in a sequence of steps and how to measure perception. Unit2: The initial processes of transformation in which an object in the environment becomes transformed into electricity. Unit3: The relationship between neural firing and perception. How perception depends on the interactions between neurons. Unit4: Different types of organization of neurons in the visual system. Unit5: The behavioral and neural process that make it possible for people to perceive objects. Unit6: The way we attend to some things and ignore others. How we perceive a coherent, meaningful visual world, and the connection between attention and neural firing.
Unit7: The process to perceive the colors and lightness of objects in the environment under changing illumination. Unit8: How can we see the distance of objects in our environment, visual illusions. Unit9: Basic mechanisms for our ability to hear. Unit 10: The ways that motion perception is achieved and studied.
Instructional Strategies (Mode of Teaching) Lecture, power-point presentation, discussion
Readings Goldstein, E. B. (2007). Psychology of Sensation and Perception. New Delhi: Cengage Learning. Goldstein, E. B. (2013). Sensation and Perception (9th ed). NY: Cengage Learning. Mather, G. (2009). Foundations of Sensation and Perception (2nd ed). NY: Psychology Press. Wolfe, J. M., Kluender, K. R., & Levi, D. M. (2012). Sensation and Perception (3rd ed). MA: Sinauer Associates, Inc.
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| PSY 305 | Industrial Psychology | 4 |
PSY 305: Industrial Psychology Credit Hours: 4 Introduction to the Course Industrial-organizational (I-O) Psychology is the scientific study of the workplace. Psychological knowledge and methodology are used to study relevant business issues including but not limited to employee and organizational assessment, selection, training, performance, development, behavior, satisfaction, leadership, and work-life balance. This course is designed in order to achieve a number of integrated objectives that are important to the sophisticated understanding of the theories and research that guide I-O practice, and practical knowledge of how I-O activities are conducted.
Course Objectives Upon successful completion of this course, students should be able to:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes After reading and studying each unit, students should be able to:
Unit 1: 1. Define I/0 psychology and know the difference between industrial and organizational psychology. 2. Describe the major activities of I-O psychologists in research and practice settings. 3. Explain how the field began and cite events that shaped its development. 4. Identify individuals who affected the development of the field. 5. Explain the importance of the Hawthorne studies. 6. Describe the role of I-O psychology worldwide. 7. Explain how an I/0 psychologist is trained. 8. Know the future challenges of I-O Psychology
Unit 2: 1. Understand and describe the characteristics of a good research question. 2. Explain each of the major concepts of research design including: variables, setting, generalizability, control, confounding, random assignment, and random selection. 3. Explain what a research design is; Describe different types of research designs as well as list their advantages and disadvantages. 4. Define the basic concepts of measurement. 5. List and describe the types of reliability and discuss the different ways of assessing validity. 7. Define basic concepts of descriptive statistics and inferential statistics and explain the difference between them. 10. Report the nature and purpose of meta-analysis. 11. Understand the major principles of research ethics.
Unit 3:
2. Understand uses of job analysis. 3. List the various sources of job analysis information; and the advantages and disadvantages of using each source. 4. Explain the major methods of job analysis, focusing on similarities and differences among them. 5. Report the reliability and validity of job analysis information. 6. Understant how job evaluation is conducted and its usage in determining comparable worth.
Unit 4: 1. Describe and discuss the advantages and disadvantages of psychological tests. 2. Describe and discuss the advantages and disadvantages of biographical information. 3. Describe and discuss the advantages and disadvantages of interviews. 4. Describe and discuss the advantages and disadvantages of work samples. 5. Describe and discuss the advantages and disadvantages of assessment centers.
Unit 5: 1. Explain how organizations conduct human resource planning and why it is important. 2. Describe the different ways of recruiting applicants and their effectiveness. 3. Explain how organizations select employees in terms of conducting validation studies. 4. Describe and explain how predictor information is used in selection. 5. Describe ways organizations can get applicants to accept job offers and keep jobs. 6. Explain concepts important in the utility of scientific selection.
Unit 6: 1. List the uses of job performance information. 2. Contrast actual and theoretical criteria, explaining contamination, deficiency, and relevance. 3. Discuss criterion complexity in terms of composite, multidimensional, and dynamic criteria as well as contextual performance. 4. Contrast objective and subjective measures of performance and give their advantages and disadvantages. 5. List the various types of rater biases and errors and discuss how they can possibly be controlled. 6. Discuss the impact of technology on performance appraisal. 7. List the characteristics of a legally defensible performance appraisal system
Unit 7: 1. List the steps involved in developing and implementing a training program in an organization. 2. Explain needs assessment. 3. Discuss the factors that affect learning and transfer of training. 4. Describe how training programs are evaluated. 5. Describe future issues and challenges in training.
Unit 8: 1. Define job satisfaction and describe how it is assessed.
Unit 9: 1. Discuss how personal characteristics and environmental conditions impact job performance. 2. Discuss the role of Human Factors in job performance. 3. Define and discuss reasons for Organizational Citizenship Behavior (OCB). 4. Discuss employee withdrawal, focusing on the concepts of absence, lateness, and turnover. 5. Define and discuss reasons for Counterproductive Work Behavior (CWB).
Unit 10: 1. Discuss the physical work conditions affecting employee health and safety. 2. Explain how work schedules affect employee health and well-being. 3. Describe the occupational stress process, including its antecedent and consequences. 4. Define burnout and discuss how it relates to employee health and well-being.
Unit 11: 1. Define industrial accidents. 2. Describe the causes of accidents. 3. Know the preventive measures against accidents. 4. Discuss strategies to promote safety in the workplace.
Unit 12: 1. Define human factors engineering/ergonomics. 2. Discuss the objectives of human factors engineering. 3. Define and discuss man-machine system with its advantages and disadvantages. 4. Discuss proper display and control design in machines. 5. Undersand the compatibility between display and control designs.
Instructional Strategies (Mode of Teaching) Audiovisual Lecture, Discussion, Interactive Sessions, Assignment
Readings Blum, M. L. and Naylor, J. C. (1968). Industrial Psychology. New Delhi: CSB Publishers. Chapanis, A. (1996). Human Factors in System Engineering. John Wiley and Sons Inc. Dunnette, M. D. (1966). Personnel Selection and Placement. Belmont, California : Wadsorth Publishing Co. Howell, W. C. and Dipboye, R. l. (1982). Essential of Industrial and Organizational Psychology, Homewood, Illinois: The Dorsey Press. McCormick, E. J. and Hagen, D. R. (1995). Industrial and Organizational Psychology, London, Routledge Publications. Miner, J. B. (1992). Industrial-Organizational Psychology. New York: McGraw-Hill International Edition. Saal, F. E. and Knight, P. A. (1995). Industrial/Organizational Psychology. Brooks/Cole Publishing Company. California. USA. Scultz, D. P. and Scults S. E. (1998). Psychology and Work Today. Prentice-Hall Inc. New Jersey. USA. Spector, P. E. (1996). Industrial and Organizational Psychology. John Wiley and Sons Inc. New York. USA.
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| PSY 306 | Research Methodology | 4 |
PSY 306: Research Methodology Credit Hours: 4
Introduction to the Course Research Methodology is a way to systematically solve a research problem. It refers to the general principles of investigation that guide a study, based on its underlying theoretical and philosophical assumptions. Essentially it is the procedure by which the researchers go about their work of describing, evaluating and predicting phenomenon.
Course Objectives The main purpose of this course is to provide an introduction to the basis and principles of research methodology. Various research designs will be introduced that include experimental and non- experimental as well as qualitative and quantitative designs. The course also aims at stressing the importance and needs for research in health practice. It prepares students to plan and carry out research projects during their studies in the college of medicine and in their future career. The main purpose of this course is to provide an introduction to the basis and principles of research methodology. Various research designs will be introduced that include experimental and non- experimental as well as qualitative and quantitative designs. The course also aims at stressing the importance and needs for research in health practice. It prepares students to plan and carry out research projects during their studies in the college of medicine and in their future career. The main purpose of this course is to provide an introduction to the basis and principles of research methodology. Various research designs will be introduced that include experimental and non- experimental as well as qualitative and quantitative designs. The course also aims at stressing the importance and needs for research in health practice. It prepares students to plan and carry out research projects during their studies in the college of medicine and in their future career. The course is intended to enable the students to comprehend basic concepts, principles, methods, and approaches to conducting research. More specifically, it purports to enable the students to:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: The students should be able to understand the scientific ways of acquiring knowledge and familiarize themselves with an overview of research. They should comprehend the formulation process of the research question through identification, definition, and justification. Unit 2: Students should develop an understanding of different types of research approaches, their distinct conceptual frameworks, principles, objectives along with the prerequisite and limitations. Unit 3: Students should be able to learn about the fundamental concepts related to survey, different types of survey research design along with their merits and demerits, and various ways of survey data collection. Unit 4: Students should acquire knowledge about the basic notions and procedures of sampling techniques, their classifications, advantages, and disadvantages of different sampling techniques. They should also be able to learn about possible errors and biases in sampling and control them. Unit 5: The students should develop an in-depth understanding of several methods or strategies of collecting research data, the precondition of choosing appropriate data collection techniques as well as their strengths and weaknesses. Unit 6: The students should be familiar with ethical issues that arise in research with both human and non-human participants and how to deal with them. Unit 7: Students should be acquainted with the development process of a research proposal and after the successful completion of this unit they should be able to write a research proposal efficiently. Unit 8: The students should be able to learn the components of writing reports for scientific journals and distinguish between the writing structure of qualitative and quantitative research. Students should also develop an understanding of the style of writing reports following the APA publication manual for scholarly writing.
Instructional Strategies (Mode of Teaching) Lecture, Assignment, Interactive Sessions
Readings APA (1995). Publication Manual of the American Psychological Association (5th Ed.). Washington, D. C.: American Psychological Association. Bernard, H. R. (2000). Social research methods: Qualitative and quantitative approaches . Thousand Oaks (California): Sage Publications, Inc. Booth, W. C., Colomb, G. G. and Williams, J. M. (1995). The Craft of Research. Chicago: The University of Chicago Press. Campbell, D. T., & Stanley, J. C. (1963). Experimental and Quasi-experimental Designs for Research. In N. L. Gage (Ed.), Handbook of Research on Teaching. Chicago: Rand McNally & Company. Cochran, W. G. (1977). Sampling Techniques (3rd Ed.). New York: John Wiley & Sons, Inc. Drew, C. J., Hardman, M. L., & Hart, A. W. (1996). Designing and Conducting Research (2nd Ed.). Boston: Allyn and Bacon. [Chapters 7 & 15] Fisher, A. A., Laing, J. E., Stoeckel, J. E., & Townsend, J. W. (1991). Handbook for Family Planning Operations Research Design (2nd Ed.). New York: Population Council. Foreit, J. R., & Frejka, T. (Eds.) (1998). Family Planning OR: A Book of Readings. New York: Population Council. Giles, K., & Hedge, N. (Eds.) (1995). The Manager’s Good Study Guide. Walton Hall, Milton Keynes: The Open University. Hancock, D. R., & Algozzine, B. (2006). Doing Case Study Research – A Practical Guide for Beginning Researchers. New York: Teachers College Press. [Retrieved from http://xa.yimg.com/kg/groups/22199541/826341629/name Retrieved on 12-02-2013] Islam, N. (2008). An Introduction to Research Methods. Dhaka: Mullick & Brothers. Jordan, K., Ong, B. N., & Croft, P. (1998). Mastering Statistics: A Guide for Health Service Professionals and Researchers. Cheltenham (UK): Stanley Thornes (Publishers) Ltd. Kitzinger, J. (1995). Introducing focus groups. British Medical Journal, 311: 299-302. Lindquist, E. F. (1953). Design and Analysis of Experiments in Psychology and Education. Boston: Houghton Mifflin Company. LSHTM. (1998). HSM 101, Module-4 Introduction to Social Science Methods. London School of Hygiene and Tropical Medicine (LSHTM), University of London. McConway, K. (Ed.). (1994). Studying Health and Disease. Buckingham: The Open University Press. McGuigan, F. J. (1990). Experimental Psychology: Methods of Research (5th Ed.). New Jersey: Prentice Hall. McGuigan, F. J. (1997). Experimental Psychology: Methods of Research (7th Ed.). New Jersey: Prentice Hall. Monette, D. R., Sullivan, T. J., & DeJong, C. R. (1998). Applied Social Research: Tool for the Human Services (4th Ed.). Orlando: Harcourt Brace & Company. Moser, S. C., & Kalton, G. (1971). Survey Methods in Social Investigation (2nd Ed.). London: Heinemann Educational Books Ltd and The English Language Book Society. Shaughnessy, J. J., & Zechmeister, E. B. (1997). Research Methods in Psychology (4th Ed.). Boston: McGraw-Hill. Sim, J., & Wright, C. (2000). Research in Health Care. London: Stanley Thornes (Publishers) Ltd. Yin, R. K. (1994). Case Study Research: Design and Methods (2nd Ed.). London: Sage Publications, Inc. |
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| PSY 307 | Forensic Psychology | 4 |
PSY 307: Forensic Psychology Credit Hours: 4 Introduction to the Course Forensic psychology involves the application of psychological knowledge and methods to help answer legal questions arising in civil or criminal proceedings. It is a field that combines the practice of psychology and the law. Psychological knowledge and methodology are used to study issues related to the justice system including but not limited to theories that explain criminal behavior, techniques of criminal investigation, relevant psychometric assessment techniques, risk assessment and violence prediction, psychology of juvenile offenders, correctional psychology and forensic psychology in court. This course is designed to achieve several integrated objectives that are important to the understanding of the theories and research that guide the practice of Forensic Psychology and applied knowledge of how legal activities are conducted in relation to Psychology.
Course Objectives Upon successful completion of this course, students should be able to:
Total number of classes: 60
Readings Bartol, C. R. &Bartol, A. M. (2004). Introduction to forensic psychology. Thousand Oaks, CA: Sage Publications. Brown, J. M., & Campbell, E. A. (Eds.) (2010). The Cambridge handbook of forensic psychology. Cambridge, England: Cambridge University Press. Costanzo, M. & Krauss, D. (2010). Legal and forensic psychology. New York: Worth Publishers. G., Hollin, C., & Bull, R. (Eds.) (2008). Forensic psychology. Chichester, England: John Wiley & Sons, Ltd. Huss Matthew T. (2009). Forensic psychology: Research, clinical practice, and applications. West Sussex, UK: Wiley-Blackwell. Joanna R. Adler, Jacqueline M Gray (Eds) (2010) Forensic psychology, N.Y.: William Publishing, Towl, Graham J., & Crighton,David A. (Eds) (2010) Forensic psychology, West Sussex: N.J. John Wiley & Sons Ltd. Weiner, Irving B. & Hess, Allen K. (Eds) (2006) Handbook of Forensic Psychology, N.J. John Wiley & Son
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| PSY 308 | Presentation | 2 |
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| PSY 309 | Practical (Testing) | 4 |
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| PSY 310 | Viva Voce | 2 |
Viva Voce |
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| PSY 401 | Positive Psychology | 4 |
PSY 401: Positive Psychology Credit Hours: 4
Introduction to the Course This course Positive Psychology examines recent discoveries in the scientific study of happiness, and the practical implications for personal well-being.
Course Objectives • Empower others to realize their own potential for happiness, well-being and success
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Students will be able to define what positive psychology is, its assumptions and goals. Unit 2: Learning outcome of this unit 2, iis that students will be able to define well-being and happiness. Unit 3: Learner will learn the benefits of positive emotions and theories related to it. Unit 4: Learner will be able to identify resilience,its factors and post traumatic growth. Unit 5: Learner can be able to identify the facts related to happiness. Unit 6: Learner can be able to identify the facts related to money with happiness and culture. Unit 7: Learner will be able to identify how personal goals need to set, what type of goals necessary for wellbeing etc. Unit 8: Learner will be able to identify the components of self regulation and self-control. Unit 9: Learner will learn what is self regulation and self control, its value, relation of self regulation with personal goals. Unit 10: Learner will learn what are the positive traits and the concepts related to it
Instructional Strategies (Mode of Teaching) Lecture method with question and answer. There are some open discussion also.
Readings Aspinwall, L. G., & Staudinger, U. M. (Eds.). (2003). A psychology of human strengths: Fundamental questions and future directions for a positive psychology. Washington, DC: American Psychological Association. Baumgardner, S. R. (2009). Positive Psychology. New Delhi, India: Pearson. Carr, A. (2004). Positive psychology: The science of happiness and human strengths. New York: Routledge. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row. Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books. Csikszentmihalyi, M. & Csikszentmihalyi, I. (Eds.). (2006). A life worth living: Contributions to positive psychology. New York: Oxford University Press. Fredrickson, B. L. (2009). Positivity: Groundbreaking Research Reveals How to Embrace the Hidden Strength of Positive Emotions, Overcome Negativity, and Thrive. New York: Crown. Keyes, C. L. M. & Haidt, J. (Eds.). (2002). Flourishing: Positive psychology and the life well-lived. Washington DC: American Psychological Association. Linley, P.A. & Joseph, S. (Eds.). (2004). Positive psychology in practice: From research to application. Hoboken, NJ: Wiley. Lopez, S. J. & Snyder, C. R. (Eds.). (2003). Positive psychological assessment: A handbook of models and measures. Washington, DC: American Psychological Association. Peterson, C. & Seligman, M. (2004). Character strengths and virtues: A handbook and classification. New York: Oxford University Pres Peterson, C. (2006). A primer in positive psychology. Oxford University Press. Seligman, M. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press Snyder, C. R. & Lopez, S. J. (Eds.). (2009). Oxford
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| PSY 402 | Personality Psychology | 4 |
PSY 402: Personality Psychology Credit Hours: 4
Introduction to the course The study of personality is one of the major topics of interest within psychology. Personality psychology is a branch of psychology that studies personality and its variation among individuals. It is a scientific study which aims to show how people are individually different due to psychological forces. The study of personality has a broad and varied history in psychology with an abundance of theoretical traditions. The major theories include dispositional (trait) perspective, psychodynamic, humanistic, biological, behaviorist, and cognitive field, evolutionary and social learning perspective. In psychological education and training, the study of the nature of personality and its psychological development is usually reviewed as a prerequisite to courses in abnormal psychology or psychology. Its purpose is to prepare students to be more proficient in the field of education, industry and organization related profession in future.
Course Objectives The general objective of this course is to introduce students to the psychology of personality, one of the most basic and important branches of psychology. Students will be able to describe and explain the origins of personality, be able to acquire more self-understanding which will lead to more personal growth and development. Upon completion of the subject, students will be able to:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes At the conclusion of the course the successful student will be able to:
Unit 1: Understand the concept of theory, personality, personality theories, history of personality psychology, and different approaches of personality theories. Unit 2: After completing Chapter 2, students should be able to describe the development of the psychoanalytic approach to personality, provide a foundation of psychoanalytic thought through the study of its founder, Sigmund Freud. Describe the structure of personality: the Id, the Ego, and the Superego. Explain the concepts of Defense mechanisms against Anxiety. Discuss the Psychosexual Stages of Personality Development Unit 3: After ending chapter 3, Students should be aware to know the life of Jung, Explain the system of personality according to Jung, Describe Jung’s theory on the development of personality. Unit 4: After reading Chapter 4, students should be able to list Fromm's basic assumptions about personality, describe the existential (human) needs identified by Fromm, discuss Fromm's notion of the burden of freedom and how people attempt to struggle with that burden, explain what Fromm means by positive freedom, describe Fromm's nonproductive and productive character orientations, describe Fromm's research methods. Unit 5: After completing Chapter 5, learners should be able to know the Life of Carl Rogers, Describe the Self and the Tendency toward Actualization, Analyze the Development of the Self in Childhood, describe the characteristics of fully functioning persons, e examine assessment in Roger’s Theory and evaluate research in Roger’s Theory. Unit 6: After completing Chapter 6, students should be able to what makes up personality, Personality dynamics, Development of personality, Research emphases and methods. Unit 7: After completing Chapter 7, students should be able to describe the life of Allport, describe the nature of Personality, outline Allport’s Personality Traits, discuss motivation, according to Allport, analyze personality development, and evaluate Assessment of Allport’s Theory, interpret research with Allport’s theories. Unit 8: After completing Chapter 8 learners should be able to explain biological approaches to understanding personality, Discuss the early trait theories of Eysenck, describe the Big Five factors and categorize someone who is high and low on each of the five traits, Discuss personality differences of people from collectivist and individualist cultures and compare the cultural-comparative approach, the indigenous approach, and the combined approach to studying personality. Unit 9: After completing Chapter 9, learners should be able to describe the life of Alfred Adler, analyze Adler’s concept of inferiority feelings, outline the striving for Superiority, or Perfection, describe the Styles of Life, according to Adler, evaluate Assessment in Adler’s Theory and evaluate Research in Adler’s Theory.
Instructional Strategies The course will involve two major teaching and learning strategies are used to achieve different learning objectives. Lectures are useful for disseminating knowledge on personality theories and findings of empirical personality research. Students also learn through presentation on a specific topic and peer discussion in seminars, and their understanding of the subject can be continuously monitored in seminar participation.
Readings Allport, G.W. (1937). Personality: A Psychological Interpretation. New York: Henry Holt and Company. Bandura, A. (1977) Social Learning theory, Englewood Cliffs. NJ: Prentice Hall. Cloninger, S. C. (1996).Theories of Personality: Understanding Persons (2nd ed.).Prentice Hall. Hall, C.S. Lindzey, Y., and Campbell, J.B. (1998). Theories of personality (4th ed.). New York: John Wiley and Sons, Inc. Hall, C.S. Lindzey, G., Loehlin, J.C., and Manosevitz. M.(1985). Introduction to theories of personality, New York: John Wiley and sons. Maddi, R., (1980 ) Personality theories: A comparative analysis, (4th Ed.). Home wood, III.:Dorsey Press. Pervin, L. A. and John, O.P. (1997). Personality: Theory and Research (7th Ed.) New York: John Wiley and sons. Rogers, C.R.: (1951) Client-centered therapy: Its current practice, implications and theory. Boston; Houghton Muffin. Ryckman, R.M. (1993). Theories of personality. (5th ed.) Pacific grove, calib: Brooks/ cole. Schultz, D. and Schultz. S,E. (1998). Theories of personality. (6th Ed.) New York: Brooks/ Cole publishing company.
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| PSY 403 | Theories of Learning | 4 |
PSY 403: Theories of Learning 4 Credits
Introduction to the Course If education is to be more efficient it must be based upon sound knowledge about how learning goes on. The sounder our basic knowledge about learning processes, the sounder will be our technological applications in training and education. To achieve this goal, this course focuses on different theories of learning and also their practical implementations.
Course Objectives This course will provide a scientific overview of the learning theories. Specific emphasis will be placed on origins of learning theories, different principles and postulates with relevant researches. Short comings and criticisms of each theory will also be discussed.
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcome Unit 1: Nature and definition of learning. They will understand the difference between learning and maturation, some typical problems of learning theories and the controversial issues of learning theories. Unit 2: Students will understand the basic laws of Thorndike’s learning theory. They will also know how he modified his earlier viewpoint and added new principles. Unit 3: Students will know the Pavlov’s learning theory and his classic experiment. They will also understand the different terms and principles like CS,UCS, extinction disinhibit ion etc. Unit 4: Understand how Guthrie explained learning and its various principles. They will be able to apply learning principle to remove bad habits. Unit 5: Students will understand Skinners view about learning and reinforcement. How behaviour could be strengthened or weakened or maintained by using behavioural principles, students will learn. Unit 6: Students will understand the process of theory development and at the same time they will be able to develop their own theory following this process. They also will learn about Hulls view about learning and other postulates. Unit 7: Students will understand how Tolman explained learning and its various principles. They will be familiar with his experiments and they will be able to do those types of experiments. Unit 8: Students will understand Bandura’s social learning theory. They will also know the present condition of learning theories.
Instructional Strategies The course will involve a number of instructional methods, such as the following:
Readings Bandura, A (1969). Principles of Behaviour modification. New York. Holt, Reinhart and Winston Bandura, A. (1971). Social learning Theory. New York. General Learning Press.Hill, F.W. (1975) Learning, London-Methuen & Co. Ltd.Hilgard E.R. & Bower, G.H. (1966) Theories of learning, N.Y.: Appleton Century Crofts.Spence, K.W. (1960) Behavior theory and learning, Englewood Cliff, N.J. Prentice-Hall.
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| PSY 404 | History and Systems in Psychology | 4 |
PSY 404: History and Systems in Psychology Credit Hours: 4
Introduction to the Course The History and Systems of Psychology course is designed to introduce historical background of psychology, emphasizing the philosophical origins and evolution of the major schools of psychology. The major schools of psychology include: structuralism, functionalism, Gestalt, behaviorism, psychoanalysis, and phenomenological/existential approaches. Students will become familiar with major historical figures and historically important systems within the academic discipline of psychology. This context will help students to examine the antecedents and development of psychology as a science and come to a systematic understanding of the various perspectives in psychology.
Course Objectives Upon completion of the course, the successful students should be able to: 1. Develop a deeper understanding of the pre-history of psychology, including philosophical and general-scientific landmark events and concepts
Course Contents The course comprises ten units. The detailed of these contents are depicted below in course outline.
Course Outline
Total number of classes: 60
Learning Outcomes Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Unit 10:
Instructional Strategies The course will involve a number of instructional methods, such as the following:
Readings Bears, B.J. (1986). The Cognitive Revolution in Psychology. New York: The Guilford Press. Hearnshaw, L.S. (1989). The Shaping of Modern Psychology. London: Routledge. Hergenhahn, B.R. and Henley, T. B. (2014). An Introduction to the History of Psychology. Wadsworth Publishing Co. Leahey, T.H. (1980). A History of Psychology. New Jersey: Prentice-Hall, Inc. Englewood Cliffs. Sorcar, N., Khaleque A. and Hoque, M (1996). Monobiggyaner Itihas O Matabad. Gyan Kosh, Banglabazar, Dhaka.
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| PSY 405 | Organizational Behavior | 4 |
PSY 405: Organizational Behavior Credit Hours: 4
Introduction to the Course The field of Organizational Behavior (OB) is concerned with the study of what people do in an organization, why they do it, and how that behavior affects the performance of the organization. Because an organization’s people are responsible for gaining and keeping a competitive advantage, understanding how to mobilize and motivate employees is critical to organizational performance. This course provides the student with the tools to understand and evaluate individual, group, and organizational processes in the workplace. Its purpose is to provide an understanding of how organizations can be managed more effectively and at the same time enhance the quality of employee’s work life.
Course Objectives Upon completion of this course, the student will be able to:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes After studying each unit, students should be able to: Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
Unit 8:
Unit 9:
Unit 10:
Instructional Strategies (Mode of Teaching) This course is delivered through weekly lectures supplemented by PowerPoint presentations, case examples, group discussions, cooperative group solving problems, and assignments.
Readings Chapanis, A. (1996). Human Factors in System Engineering. New Delhi: John Wiley and Sons Inc. Dunnette, M. D. (1966). Personnel Selection and Placement. Belmont, California: Wadworth Publishing Co. Feldman, A. (1995). Organizational Behavior. New Delhi: McGraw-Hill International Edition. Gibson, J. L. and Ivancevich, J. M. (1997). Organizations. USA: Irwin McGraw-Hill. Gordon, J. R. (1999). Organizational Behavior. New Jersey: Prentice-Hall, Inc. Howell, W. C. and Dipboye, R. l. (1982). Essential of Industrial and Organizational Psychology, Homewood, Illinois: The Dorsey Press. Kreitner, R. and Kinicki, A. (1998). Organizational Behavior. Irwin: McGraw Hill International Edition. McCormick, E. J. and Hagen, D. R. (1995). Industrial and Organizational Psychology, London, Routledge Publications. Miner, J. B. (1992). Industrial-Organizational Psychology. New York: McGraw-Hill International Edition. Nelson, D. L. and Quick, J. C. (1996). Organizational Behavior. Minneapolis/Saint Paul: West Publishing Company. Newstrom, J. W. and Davis, K. (1997). Organizational Behavior. New Delhi: McGraw-Hill International Edition. Robbins, S. P. (2005). Organizational Behavior. New Jersey: Pearson Prentice-Hall, Inc.
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| PSY 406 | Counseling Psychology | 4 |
PSY 406: Counseling Psychology Credit Hours: 4
Course Description This course is an introductory course in counseling and basically outlined to provide the students an initial thought regarding counseling psychology. It presents counseling in a wide way covering its history, theories, activities, specialties and trends. Topics like basic concept and scope of counseling, approaches to counseling, counseling processes and services, marriage and family counseling, group counseling, career counseling, current trends and issues in counseling are included here.
Course Objectives The core objective of designing this course is to introduce undergraduate students (4th year) to the different approaches and techniques of counseling, process of counseling, variety of factors influencing counseling, ethical issues in counseling as well as provide students a better understanding of how to cope with emotional, physical and mental health issues so that they can apply this knowledge in both their personal and professional lives. The specific objective are as follows-
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Understand the basic concepts and scope in counseling. Distinguish among counseling, guidance and psychotherapy. Know in more detail the influence of a historical or contemporary figure in counseling. Unit 2: Know the nature, goals and importance of different approaches in counseling. Discuss different techniques as well as the role of the counselor of each approach, Outline the strengths, contributions and limitations of these approaches. Unit 3: Understand the personality types that are more suited to be counselors. Discuss the personal and professional aspect of counseling. Know the factors that influence the counseling process. Acquire knowledge about different types of initial interview as well as ways of conducting interview. Outline counselor skills in the understanding and action phases. Know the concept of transference and countertransference, Describe the termination of counseling relationship. Unit 4: Understand the roles, emphases and activities of elementary and secondary school counseling. Unit 5: Know the problems and potential of using test. Understand the qualities of a good test. Discuss different type of tests used in counseling. Know the assessment and diagnosis processes in counseling. Unit 6: Understand and describe the types of groups and the different issues in groups. Know the benefits and drawbacks of groups. Unit 7: Know the concept of marriage and family counseling. Discuss the beginnings of marriage and family counseling. Understand family life and family life cycle. Describe the overview of marriage/couple and family counseling. Unit 8: Understand and describe the importance and scope of career counseling. Know career development theories and counseling. Unit 9: Understand and describe the theoretical bases and professional preparation for working with college students. Unit 10: Know the current trends and issues in counseling. Understand the concept and process of multicultural counseling, rehabilitation counseling, substance abuse counseling, gerontological counseling and post disaster counseling.
Instructional Strategies This course tracks both lectures (with or without a multimedia projector) and small group discussion. Students are instructed to collect and read the course materials referenced already as it will be helpful for them to understand the lecture and participate actively during discussion sessions. Attendance and class participation are essential for this course.
Readings Barky, B.G. and Mukhopadhyay. B. (1989). Guidance and Counseling: A Manual. New Delhi. Sterling Publishers Private Ltd. Angeles, J.R. and Vandergoot, D. (1982) Introduction to Counselling. Boston: Houghton Miffin Company. Gelso, C.J. and Fretz B.R. (1995) Counselling Psychology. Bangalore: Prism Book Pvt. Ltd. Gladding, S.T. (1996). Counselling: A Comprehensive Profession (3rd Ed). New Jersey: Prentice Hall Glanz, E.L. ( ? ) Guidance: foundation. Principles and Techniques. Boston, Allyn and Bacon, Inc. Kochlar, S.K. (1996). Educational and Vocational Guidance in Secondary Schools, New Delhi: Sterling Publishers Private Ltd. Meier, S.T. and Davis, S.R. ( ? ) The Elements of Counselling (2nd Ed.) Belmont. Calif: Wadsworth. Patterson, L.E. and Welfel. E. R. (1994). The Counselling Process (4th Ed.). California. Brooks/Cole Publishing Company. Rao. N. S. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill Publishing Co. Ltd. Shertzer, b. and Stone S.C. (1966). Fundamentals of Guidance. New York. Houghton Miffin co. Tobbert E.L. (1959), Introduction to Counselling. New York: McGraw-Hill Book Co.
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| PSY 407 | Educational Psychology | 4 |
PSY 407: Educational Psychology Credit Hours: 4
Introduction to the Course This unique course offers exceptional opportunities for you to combine knowledge of research, basic and applied, with the analysis of educational programmes and policy. This full-time, one year course, wishes to develop their knowledge of children and educational issues:; experienced Early Years professionals; teachers of children with special educational needs; Different theories for the development of children in each sphere, cognitive, social, emotional and moral etc.
Course Objectives The general objective of the course is to provide the students the knowledge about the basic concepts, theories, methods, and principles of Educational Psychology. The specific objectives are:
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: Students will enlightened about what Educational psychology is, its focal areas and application. Unit 2: Students can learn about different theories regarding maturity and their criticisms. Unit 3: Students can learn different motivational theories and the applications of these theories in educational settings. Unit 4: Introduce the students to the behavioral theories of learning, utilize the principles of behavioral learning theories to learn new and complex skills. Unit 5: Stdents will learn the connection between brain and cognitive development and also different theories related to language development. Unit 6: Students are able to know about the historical Views, several methods of problem solving, and can improve their problem solving skills. Unit 7: Students will be able to know what creativity is, its assessment tool and relation between creativity and intelligence. Unit 8: Students will learn how class room management should be, how to control problematic behaviors and bias. Unit 9: Students can understand the difference between teacher made test and standardized tests. They also learn the evaluation methods and grading. Unit 10: Provide insight about the catagories of exceptional students and special education or programs for exceptional children.
Instructional Strategies (Mode of Teaching) Audio-Visual presentation, lecture, discussion, group work.
Readings Gage, N.J. & Berliner, D.C. (1984). Educational Psychology. Boston, USA: Houghton Miffin. Glover, J.A., Brunning. R.H. & Filbeck, R.B. (1983). Educational Psychology. New York: Little Brown Company. Lindgren, H.C. (1988). Educational Psychology in the Classroom. New York: John Wiley. Santrock, J.W. (2004). Educational Psychology (2nded). New York: McGraw-Hill Co. Ltd. Slavin, R. E. (1991). Educational Psychology: Theory into Practice (3rded). New Jersey: Prentice Hall International. Woolfolk, A.E. (1995). Educational Psychology (6thedi). Boston, USA: Allyn and Bacon.
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| PSY 408 | Cognitive Psychology | 4 |
PSY 408: Cognitive Psychology Credit Hours: 4
Introduction to the Course Cognitive Psychology is the scientific study of the mental operations that support people’s acquisition and use of knowledge which involves internal mental processes including perception, thinking, memory, attention, language, problem-solving, and learning. While it is a relatively young branch of psychology, it has quickly grown to become one of the most popular subfields. The course is an attempt to discuss and understand the basic cognitive processes that guide human behavior.
Course Objectives This course is designed to provide a comprehensive overview of concepts related to the information-processing mechanisms of the mind. More specifically, the objectives are
Course Contents and Number of Classes (Lecture Hour)
Total number of classes: 60
Learning Outcomes Unit 1: The students should be able to learn certain fundamental concepts of cognitive psychology and about the information processing approach. They should also learn about the growth of cognitive psychology, and its relation to other fields. Unit 2: Completion of this unit should develop an understanding to explain and define concepts of pattern recognition, theoretical approaches of recognizing patterns, information processing stages, and the ways of recognizing words in different contexts. Unit 3: Students should learn the basics about attention and consciousness, the basics of varieties of attention and early attentional theories, an overview of Bottleneck theories, its difference with Capacity theories, and the notion of automatic processing and its applications. Unit 4: Students should gain knowledge of a comprehensive overview of short-term working memory, its nature and characteristics, capacity, the notion of forgetting, use of memory codes, and working memory. Unit 5: Completion of this unit should assist to comprehend the concept of long-term memory, Atkinson-Shiffrin Model, control processes, and indirect tests of memory. It should enable the students to know how does our memory influences us unintentionally, why does forgetting occurs and what can prevent it. It should also allow them to recognize the effective methods of encoding and retrieving information and the effectiveness of mnemonics in increasing long-term memory retrieval. Unit 6: Students should learn about memory codes and levels of processing theory along with supporting evidence, criticisms, and modifications. They should also familiarize themselves with the concept of encoding specificity and retrieval. Unit 7: The students should be able to grasp the role visual images play in information processing, visual imagery, and its relatedness in learning following evidence for the image in performing cognitive tasks, and the limitations. Unit 8: By the end of this unit students should know categorization. They should be able to learn about concept identification, natural categories, and how to categorize novel patterns Unit 9: This unit completion should lead to learning more about our everyday memories. Students should be able to introduce themselves with various forms of everyday memory, following an in-depth understanding of autobiographical memory, and the facts of eyewitness testimony Unit 10: Students should be able to know an overview of the language we use to communicate. They should be able to familiarize themselves with three aspects of language, psychology and grammar, the role of semantic context in sentence comprehension, and the implication of sentences
Instructional Strategies (Mode of Teaching) Audiovisual Lecture, Discussion, Assignment
Readings Cohen, G. (1977). The Psychology of cognition. NY: Academic Press. Inc. Crider, A.B. Goethals G. R. Kavanaugh, R. D., and Solomon P. R. (1982). NY: Psychology. Scott, Foresman & Company. Dodd, D.H. (1980). Cognition. USA: Allyn & Becon, Inc. Eysenck, M. W. & Keane, M. T. (2005). Cognitive Psychology: A Student’s Handbook. New York: Psychology Press. 5th edition. Mayer R.E. (1981). The promise of Cognitive Psychology. USA: W.H. Freeman and Company. Reed, S. K. (2007). Cognition: Theory and Applications. USA: Thomson, Wadsworth. Reynolds, A.G. and Flagg, P.W. (1983). Cognitive Psychology. USA: Little, Brown and Company. |
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| PSY 409 | Practical (Research Project) | 4 |
Practical (Research Project) |
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| PSY 410 | Practical (Internship) | 4 |
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| PSY 411 | Viva Voce | 2 |
Viva Voce |